Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior

Gentile, Elisabetta; Imberman, Scott A.

doi:10.2139/ssrn.1465707

Cited by 13 publications

(16 citation statements)

References 18 publications

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“…We identified nine manuscripts evaluating the impact of obligatory use of school uniform on levels of school exclusion (i.e., Draa, 2005; Gentile & Imberman, 2012; Gouge, 2011; Johnson, 2010; Samuels & Bishop, 2003; Shimizu & Peterson, 2000; Stevenson III & Brooks II, 1999; Vaughan, 2001; Washington‐Labat & Ginn, 2003). Even if they represented a particular type of intervention that could be interesting to meta‐analyse and compare, none of these eight interventions presented the research design targeted by our review.…”

Section: Resultsmentioning

confidence: 99%

School‐based interventions for reducing disciplinary school exclusion: a systematic review

Valdebenito¹,

Eisner²,

Farrington³

et al. 2018

Campbell Systematic Reviews

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This Campbell systematic review examines the impact of interventions to reduce exclusion from school. School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in‐school) or on school premises (out‐of‐school). In some extreme cases the student is not allowed to come back to the same school (expulsion). The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK. Included studies evaluated school‐based interventions or school‐supported interventions to reduce the rates of exclusion. Interventions were implemented in mainstream schools and targeted school‐aged children from four to 18, irrespective of nationality or social background. Only randomised controlled trials are included. The evidence base covers 37 studies. Thirty‐three studies were from the USA, three from the UK, and for one study the country was not clear. School‐based interventions cause a small and significant drop in exclusion rates during the first six months after intervention (on average), but this effect is not sustained. Interventions seemed to be more effective at reducing some types of exclusion such as expulsion and in‐school exclusion. Four intervention types – enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers – had significant desirable effects on exclusion. However, the number of studies in each case is low, so this result needs to be treated with caution. There is no impact of the interventions on antisocial behaviour. Variations in effect sizes are not explained by participants' characteristics, the theoretical basis of the interventions, or the quality of the intervention. Independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention. Plain language summary Interventions can reduce school exclusion but the effect is temporarySome interventions – enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers – appear to have significant effects on exclusion. The review in briefInterventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries. What is this review about?School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and po...

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Section: Resultsmentioning

confidence: 99%

School‐based interventions for reducing disciplinary school exclusion: a systematic review

Valdebenito¹,

Eisner²,

Farrington³

et al. 2018

Campbell Systematic Reviews

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“…Other work finds positive relationships between uniforms and school climate in two South Carolina middle schools (Murray 1997) and on academic achievement (but without controlling for confounding factors) (Bodine 2003). Recent work in the U.S. finds some evidence for positive impacts on student attendance and teacher retention (Gentile & Imberman 2012).…”

Section: Costs Of Schoolingmentioning

confidence: 99%

School Costs, Short-Run Participation, and Long-Run Outcomes: Evidence from Kenya

Evans¹,

Ngatia²

2018

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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“…This is important as it indicates that beneficiaries and control group households started at a similar level of this outcome variable. (Murray, 1997) and increased attendance Gentile & Imberman, 2011). Table 6 shows estimated parameters for the likelihood of children (ages 7-16) to be in school, focusing mainly on the difference between treatment and control groups over time.…”

Section: Household Investment In School Uniforms For Children Aged 7 mentioning

confidence: 99%

Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda

Sabatés

Bhutoria

Sabates‐Wheeler

et al. 2019

International Journal of Educational Research

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This paper explores the short and medium term impacts of unconditional cash transfers on school-related choices for children of beneficiary households in Rwanda. We draw on an independent evaluation of the Concern Worldwide Graduation Programme, which supported beneficiaries with monthly cash transfers and livelihood training. Our study finds that the programme enabled poor households to overcome income constraints and, consequently, allowed them to make investments in education. However, since school attendance already exceeded 80 percent at baseline due to the government's focus on universal access to basic education, the programme was unable to induce additional educational access. Thus, for children who remain out of school, income effects and policy efforts were found to be ineffective.

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Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior

Cited by 13 publications

References 18 publications

School‐based interventions for reducing disciplinary school exclusion: a systematic review

School‐based interventions for reducing disciplinary school exclusion: a systematic review

School Costs, Short-Run Participation, and Long-Run Outcomes: Evidence from Kenya

Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda

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